Malin Bridge Primary School
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1 Anti-Bullying Policy Malin Bridge Primary School Reviewed: October 2015
2 Anti-Bullying Policy Introduction The purpose of the Anti-Bullying Policy is to ensure that pupils learn in a supportive, caring and safe environment without fear of being bullied. Bullying is anti-social behaviour and affects everyone; it is unacceptable and will not be tolerated. Bullying happens in all parts of society; good schools acknowledge this and seek to be pro-active in addressing the issue. Only when all issues of bullying are addressed will pupils be able to fully benefit from the opportunities available at Malin Bridge Primary School. Aims To ensure that everyone in the school community has an understanding of what bullying is. To ensure that all governors and teaching and non-teaching staff should understand their responsibilities are within the school policy on bullying, and follow it when bullying is reported. To ensure that all pupils and parents should know what the school policy is on bullying, and what they should do if bullying arises. To develop a whole school ethos in which bullying is regarded as unacceptable. To develop a whole school culture where pupils and parents are assured that they will be supported when bullying is reported. To describe strategies which will support the anti-bullying ethos and culture of the school and enable the school to review and monitor its success in tackling bullying. Pupils who are being bullied may show changes in behaviour, such as becoming shy and nervous, feigning illness, taking unusual absences or clinging to adults. There may be evidence of changes in learning patterns, self-esteem or attendance at school. Pupils must be encouraged to report bullying. Whilst sometimes staff may investigate cases of bullying initially, all instances must be reported to the Headteacher. Teaching and support staff should be alert to the signs of bullying and act promptly and firmly against it in accordance with school policy. Definition of Bullying There are numerous definitions of bullying but, at Malin Bridge Primary School, we define it as a persistent, deliberate attempt to hurt or humiliate someone. There may sometimes be misunderstanding about the meaning of the term bullying : one-off incidents, whilst they may be very serious and must always be dealt with, do not fall within the definition of bullying.
3 There are various types of bullying, but most have three things in common: 1. It is deliberately hurtful or humiliating behaviour. 2. It is repeated over time. 3. There is an imbalance of power, which makes it hard for those being bullied to defend themselves. The four main types of bullying are: Physical : including hitting, kicking, theft Verbal : including name calling, racist, sexist and homophobic remarks Indirect : spreading rumours, excluding someone from social groups Cyberbullying : the use of ICT, particularly mobile phones and the internet, to deliberately hurt or humiliate someone else The advent of technology has given rise to more use of computers and mobile phones to transmit messages. As a consequence, bullying behaviour may well occur between pupils by this method, but outside of school hours and not on school premises. The school takes a very pro-active approach, so that if the behaviour is likely to affect any school pupil and consequently their development, then the school will become involved and invoke the procedures below. Roles & Responsibilities The Role of the Governors The governing body supports the Headteacher in implementing this policy. Any incidents of bullying are taken very seriously and acted upon. The governors require the Headteacher to keep accurate records of any bullying and to report to them about the effectiveness of school anti-bullying strategies. The governors should respond within ten days to any requests from a parent to investigate incidents of bullying. In all cases, the governing body notifies the Headteacher and asks them to conduct an investigation into the case and to report back to a representative of the governing body, normally the Chairperson. The Role of the Headteacher It is the role of the Headteacher to implement the school anti-bullying strategy and to ensure that all staff (both teaching and non-teaching) are aware of the school policy and have access to it.
4 The Headteacher should ensure that all staff know how to deal with incidents of bullying and have sufficient training to do so. The Headteacher should ensure that all children know that bullying is wrong and that it is unacceptable behaviour in the school. The Headteacher should ensure that the school ethos makes bullying less likely. The Headteacher should keep accurate records of any bullying and report to governors about the effectiveness of school anti-bullying strategies. The Role of the Teachers & Support Staff Staff should investigate any reported or potential incidents of bullying fairly and in accordance with the school policy and procedure. Staff should report all incidents of bullying to the Headteacher and ensure that they are logged. Staff should support the school ethos, which makes bullying less likely. The Role of Parents & Carers Parents and carers have a responsibility to support the school s Anti-Bullying policy and Home-School Agreement. Parents and carers should work positively with school to support changes to behaviour by not automatically dismissing the suggestion that their own child could be involved in bullying another child. Parents and carers who are concerned that their child might be the victim or the perpetrator of bullying should contact their child s class teacher immediately. The Role of Parents & Carers Pupils have a responsibility to support the school s Anti-Bullying policy and Home- School Agreement by Including others and being caring friends in accordance with the school standards. Pupils should take responsibility for their own behaviour, look out for others and play a full part in our school ethos in which bullying is regarded as unacceptable.
5 Strategies The key principles at Malin Bridge Primary School are: Never ignore suspected bullying Do not make premature assumptions Listen carefully to all accounts several pupils saying the same thing does not mean they are correct Adopt a solution-focussed approach, which moves people on from justifying themselves Support is provided for both the victim and the perpetrator of a bullying incident Follow up repeatedly, checking the bullying has not resumed A range of strategies will be employed to support our anti-bullying ethos. This starts with class teachers providing a positive ethos in the classroom, as we believe that by praising and celebrating success we can reduce incidents of bullying. Other strategies that are employed are wide ranging and may include: Annual school involvement in an Anti-bullying Week Involvement in other anti-bullying activities with outside providers Whole class circle time activities Small group SEAL activities Peer support Playground Friends and other buddy systems Mentorship programmes Specific/targeted adult supervision 1:1 development work with an adult Outside agency support Procedures Obligatory Procedure The following steps must be taken: If bullying is suspected or reported, the incident will be investigated immediately by the member of staff who has been approached or another member of staff in school. If the investigation of the incident identifies it to be a bullying incident, a clear account of the incident will be recorded and given to the Headteacher.
6 The Headteacher will ensure that a strategy is put in place, communicated appropriately to all/any children involved, their parents/carers and to any relevant staff. Parents will be informed of the situation at the outset and updated on the outcome whether they are the parent/carer of a child who is being bullied or of a child that is subject to an allegation of bullying. If the Headteacher concludes there has been bullying appropriate measures will be used to ensure that:- The victim is supported by actions to minimise future risk, restore self-esteem and confidence and put in place on-going support. The perpetrator understands that their behaviour is unacceptable, has consequences and requires apology. The perpetrator is supported by actions to enable them to change their behaviour. Monitoring takes place to ensure that changes in behaviour are sustained. Disciplinary Steps Verbal warning to child and parent/carers Written warning to child and parent/carers Targeted exclusions (e.g. from specific activities or parts of the school for a fixed period) Internal exclusions (e.g. removal to a different classroom or base for a fixed period) Fixed term exclusion Permanent exclusion Disciplinary Steps If parents and carers are not satisfied with the response of the Headteacher, they may wish to contact the Chair of Governors to discuss the situation or make a complaint. The Chair of Governors will refer any complaint to the Governing Body's Complaints Committee. It will then be heard by a group of three governors who have no previous knowledge of the problem and so will be able to give it fresh assessment. Parents and carers will be invited to attend and speak to the Committee. Should any parent or carer not be satisfied after Governor intervention then they have a further right of appeal to the Advice & Conciliation Officer at the Local Authority, who is independent of the school. This policy was last reviewed in September 2014 and will be reviewed annually.
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